


COURSE OF STUDY 



FOR 



DODGE'S 



GEOGRAPHIES 




Rand, McNally & Co. 



Bolige's (ideographical ^txm 

By Richard Elwood Dodge 

Professor of Geography, Teachers College, Columbia University, New York City 



Dodge's '^.•3,'o - Book Series of 

""""^ Geography 

ELEMENTARY GEOGRAPHY . . $ .65 

Special Method: Causal Relations treated 
by induction. Reasoning from consequences 
to causes. 

PART 7— HOME GEOGRAPHY 

Central Thought: The relation of the indi- 
vidual pupil to all parts of his country, show- 
ing the interdependence of people commer- 
cially and industrially. 

PARTII—WOKLH RELATIONS AND 
THE CONTINENTS 

Central Thought: The relations of the indi- 
vidual pupil to the world as a whole, showing 
the interdependence of nations commercially 
and industrially, and placing special empha- 
sis on the lives and occupations of the people. 



ADVANCED GEOGRAPHY 



$1.20 



Special Method: Causal Relations treated 
by deduction. Reasoning from causes to 
consequences. 

PART 7— THE PRINCIPLES OF 
GEOGRAPHY 

Central Thought: The dependence of life 
and industry on physical environment. 

PART 77— COMPARATIVE GEOGRAPHY 
OF THE CONTINENTS 

Central Thought: Commerce and industry 
as well as political divisions the outgrowth of 
physical conditions, the reasons therefor, and 
the comparisons of these and other points in 
the various countries. 



Dodge's Geography by Grades 

Book One. HOME GEOGRAPHY AND 
WORLD RELATIONS . . . $ .35 

PART 7— HOME GEOGRAPHY 

Central Thought: The relation of the indi- 
vidual pupil to all parts of his country, show- 
ing the interdependence of people commer- 
cially and industrially. 

PART 77— "WORLD RELATIONS 

Central Thought: The relation of the indi- 
vidual pupil to the world as a whole, showing 
the interdependence of nations commercially 
and industrially. 

Book Two. ELEMENTS OF CONTINENTAL 
GEOGRAPHY . . . . S .50 

Special emphasis on the lives and occupa- 
tions of people. 

Special Method Books One and Two: Causal 
Relations treated by induction. Reasoning 
from consequences to causes. 

Bdok Three. PRINCIPLES OF GEOGRAPHY 
AND NORTH AMERICA . . $ .73 

Central Thought: The dependence of life 
and industry on physical environment. 

Book Four. COMPARATIVE GEOGRAPHY 
OF THE CONTINENTS . . . $ .70 

Central Thought: Commerce and industry 
as well as political divisions the outgrowth of 
physical conditions, the reasons therefor, and 
comparisons of these and other points in the 
various countries. 

Special Method Books Three and Four: 
Causal Relations treated by deduction. 
Reasoning from causes to consequences. 



GENERAL CRITICS FOR BOTH SERIES 

J. PAUL GOODE Assistant Professor of Geography, the University of Chicago, and 
ELLEN C. SEMPLE, author of ' American History and its Geographic Conditions," 
Louisville, Ky. 

SPECIAL CRITICS FOR THE ELEMENTARY GEOGRAPHY AND BOOKS 
I. AND II. BY GRADES 

AMY SCHUSSLER, Principal of Speyer School, Teachers College, New York, and 
ANNA F. STONE Principal of Grammar School No. 10, Bingham ton, N. Y. 

SPECIAL CRITICS FOR THE ADVANCED GEOGRAPHY AND BOOKS III. 
AND IV. BY GRADES 

ELIZABETH SMITH, Department of Geography, the Chicago Normal School, and 
CAROLINE W. HOTCHKISS, Seventh Grade, Horace Mann School, Teachers 
College, New York. 



A COURSE OF STUDY 



FOR 



DODGE'S GEOGRAPHIES 



BY 



Richard Elwood Dodge 



Professor of Geography, Teachers' College, Columbia University, 

New York City; editor of the Journal of Geography; 

and author of "A Reader in Physical 

Geography for Beginners ^ 



Copyright, 1906. 
By Rand, McNally & Co. 



CHICAGO NEW YORK LONDON 

RAND, McNALLY & COMPANY 



LIBRARY of C0I-.3RESS 

Two Copies firceived 
SEP 24 1906 

p Copyri^nt Entry 
CLASS 4 XXc, No. 
COPY 8. 



(j^ 



'> 



Cp 



CONTENTS 



GENERAL OUTLINE 

Fourth Grade •. i 

Fifth Grade i 

Sixth Grade i 

Seventh Grade 2 

OUTLINE IN DETiVIL 

First Half of Fourth Grade 2 

Home Geography, 2; World Relations, 7. 

Second Half of Fourth Grade 8 

North America, 8; United States, 9 ; New England, 9; Middle and South- 
ern Atlantic Coast States, 10; Southern States of the Mississippi Basin, 
11; Northern States of the Mississippi Basin, 11; Plateau States, 12; 
States of the Pacific Coast, 12; United States Dependencies, 13. 

Fifth Grade 13 

Countries of Northern North America, 14; Countries of Southern North 
America, 14; South America, 15; Europe, 15; The United Kingdom, 16; 
Other Countries of Europe, 16; Africa, 16; Asia, 17; Australia, 17; 
Review, 18. 

Sixth Grade 18 

Principles of Geography, 20; Comparative Geography of the Continents, 
27; North America, 27; United States, 28; New England, 29; Middle 
States of the Atlantic Coast, 31 ; Southern States of the Atlantic Coast, 
32; Southern States of the Mississippi Basin, 32; Northern States of 
the Mississippi Basin, 32; Plateau States, 33; States of the Pacific 
Coast, ^^; Dependencies of the United States, 33; Countries of Northern 
North America, 34; Mexico, 34; Central America and West Indies, 34. 

Seventh Grade 35 

South America, 35 ; Countries of South America, 36; Europe, 36; Iberian 
Peninsula, 37; Africa, 38; Asia, 38; Australia, 38; Summary, 39; 
Geography of the Home Region, 39^ 



A COURSE OF STUDY 

FOR 

DODGE'S GEOGRAPHIES 



GENERAL OUTLINE 

The following course has been laid out for a school of thirty-eight 
zveeks. Schools having forty weeks and those having thirty- 
six weeks will expand or contract the course accordingly. 

FOURTH GRADE 

Home Geography and World Relations through page 71 — 
First half year. 

The Elements of Continental Geography — North America 
through XXIX, page 130 — Second half year. 

FIFTH GRADE 

Review of North America and through page 140 — Five zveeks. 

South America — Four weeks. 

Europe — Twelve weeks. 

Africa — Four weeks. 

Asia — Seven weeks. 

Australia — Two zveeks. 

Review — Four weeks. 

SIXTH GRADE 

Principles of Geography — Sixteen weeks. 

North America through page 200 — Twenty-two weeks. 



A COURSE OF STUDY 



SEVENTH GRADE 

Review Principles of Geography — Two Weeks. 

South America — Four weeks. 

Europe — Twelve weeks. 

Africa — Three weeks. 

Asia — Six weeks. 

Australia — Three weeks. 

Summary and Review — Four weeks. 

State Geography — Four weeks. 



OUTLINE IN DETAIL 
FIRST HALF OF FOURTH GRADE 

HOME GEOGRAPHY 

It is expected that the Nature Study of the earlier grades 
will have contributed to Home Geography so that certain 
sections of this portion of the subject may be treated quickly. 
In order to prevent ennui and laxness of thought and attention 
avoid devoting too long a time to Home Geography. Children 
get bored if this subject is drawn out interminablv as is often 
the case. 

As far as possible base Home Geography on the children's 
personal experience. Develop the subject in class and use 
the text as a means of reviewing and clinching points. Home 
Geography based on text and not on actuality is a poor foun 
dation for later work. Make Home Geography real, devoting 
particular attention to geographic features illustrated in the 
vicinity. Have as many excursions as can be arranged, and 
illustrate by photographs, drawings, models, and specimens, if 
possible. Have children contribute to this by bringing in illus- 
trative materials. 

Make a study of the distribution of homes in the vicinity. 

Bring out essential elements of a home — family, house, and 
division of labor in family work. 

Necessity of different buildings in locality in order to accom- 
modate varieties of business and activities. 



A COURSE OF STUDY 



Note buildings used by many people, such as post office, stores, 
schoolhouses, and churches. 

Study relation of these buildings to principal thoroughfares. 

Bring out the advantages of people living close together. 

Show the differences between a village, a town, and a city. 

If in a city, locate the comers that are best known as loca- 
tions of stores; if in the country or a small town note places 
in the village that have local names. 

Bring out reasons why people have come to live in the city 
or town being studied. 

Show how animals passing along one line make paths. In 
this connection study cows in pasture, children going to school 
in the country, children going over schoolroom doorsill, or the 
wearing of carpet in certain places. 

Bring out the natural development of paths and their gradual 
improvement into roads and streets. 

Study a street or road in its relation to slopes, where most 
worn ; in relation to running water, sidewalks, and other features 
of use to people. 

Learn the names of the principal streets in a locality. 

Show how these streets are cared for and thus lead up to 
government. 

Show how each family contributes to government by taxes. 

Note the important local officers — just enough to illustrate — 
not all. Study the officers best known — as supervisor, police, 
postmaster, or rural carrier. Bring out town, city, state, and 
National Government and show how these forms of government 
are related to the pupils. 

The Surface of the Land 

Study the slopes between the schoolhouse and the pupils' 
homes. Give variety of slopes. Have the children decide which 
is easiest to travel over. Hence the reason for relation of slopes 
to roads. 

Study the view to be seen from the schoolhouse windows, 
or in the nearest park or public playground. Emphasize irregu- 
larity of surface. Learn the names of local features. Give 
terms like hill, plain, or valley, after the form has been studied; 



A COURSE OF STUDY 



Show the general distribution of similar features. Hence the 
necessity of names in order to speak of them freely. 

Study the location of town, or city, or country schoolhouse 
in reference to slopes. Pick out certain buildings and study 
their location, as the church on a hill, a store where roads meet 
on a plain. 

Show as fully as possible how people depend on slopes. 

Note the beauty of a landscape and its prevailing colors. 
Have the children draw profiles and model individual forms. 
Study distribution of trees and note the relations of occupations 
to slopes in local landscapes. 

Illustrate similar features of other parts of the state by 
means of photographs to be found in railroad time-tables and 
folders. As far as possible give illustrations of variety of forms 
from your home state. 

Show a few views from text or other illustrations, to bring 
out the point that similar forms are found in other distant 
regions. 

Have the children summarize local landscape features by 
means of definitions made by themselves. Then compare with 
the definitions in the text. 

The Water on the Surface of the Land 

Note the moisture in the soil, on the surface of the ground, 
and in the air. Show the latter by a pitcher of cold water on a 
warm, moist day. Note the necessity of water for plants, 
animals, and people. 

Show how drinking water is secured in your home locality. 
Explain wells, or springs, or city water supply. 

Study the water of a stream and note the sediment contained. 
Have the children reason as to the origin of sediment. Stud}" 
a near-by stream or rain rill and see proportion of sediment in 
sight. 

If possible get some distilled water and have the children 
explain the taste as compared with the taste of local drinking 
water. Illustrate by dissolving sugar or salt in a glass of water. 

Follow changes of surface form due to running water; study 
a local valley as to width, depth, quality of slope; study the 



A COURSE OF STUDY 



rapidity of flow on different slopes and bring out falls, rapids, 
and lakes, if any are to be seen in the neighborhood. 

Bring out parts of a stream and develop common definitions 
associated with local water courses and valleys. Omit those 
drainage forms not illustrated in your locality. 

Study other uses of running water; i. e., in commerce, manu- 
facturing, irrigation. 

Summarize in home-made definitions and then compare with 
those of the book. 

The Soils 

Observe the weathering of rocks, the rusting of tools, and 
other similar phenomena to show how rocks decay and form soil. 

Have a box of soil in the room and study its fineness, color, 
feeling, and the way it takes up water. 

Test different kinds of soil by having the children plant seeds 
and compare results. 

If possible study a soil section out of doors. 

Show how soil is necessary to plants and study effects of 
running water on soils. 

Combine this work with Nature Study. 

The Atmosphere 

Perform some simple experiments to show the presence of air. 

Have the children relate from their own experience, ways in 
which air is of use. 

Have them describe their feelings on damp and dry days, 
cold and warm days, calm and windy days. 

Have them study various forms of water observable as vapor, 
fog, clouds, dew, frost, rain, snow, and ice. Show by experi- 
ment evaporation and dew point, when vapor and dew are 
studied. 

Study different days to show varieties of weather and keep 
a weather record at different seasons for a week or two at a 
time. Summarize observations of weather in simple rules. 

Study effects of weather at different seasons on crops, animals, 
and plants. 

Have the children, as far as possible, contribute these facts 
from their own experiences. 



A COURSE OF STUDY 



Occupations 

Review need of division of labor in families and communities, 

Have the children work out the number of different occupa- 
tions that contribute to their daily needs. 

Find out how many different occupations are illustrated by 
the work of the parents of class members. 

Study the simpler elements of each principa;l occupation. 

Illustrate agriculture by window gardening. 

Illustrate grazing by observation of cattle, goats, or horses. 

Illustrate manufacturing by any small manufacturing estab- 
lishment to be seen in the community. 

Have the children describe other occupations they are familiar 
with, such as quarrying, lumbering, and fishing. If possible, 
make excursions to study local occupations, observing simpler 
features only. 

Bring out the advantage of money as representing wealth and 
as an aid to commerce. 

Study local trade. 

Transportation 

Have the children describe trading they have engaged in, 
noting exchange of goods for money or money for goods, and 
transportation involved in getting goods to or from the store. 

Lead out to other means of transportation observable in the 
locality. 

Have the children note variety and make a list of goods to be 
seen in transit. 

Illustrate other aids to commerce to be seen in the vicinity. 

Show how transportation involves distance and direction. 

Distance, Direction, and Maps 

Have the children become familiar with units of distance, as 
foot, yard, mile. Have them time themselves walking a mile. 
Compare with the time of a horse or train for the same distance. 

Have the children give direction familiar objects within sight 
are from themselves. Lead out from schoolhouse to near by 
towns. 

Have them make maps of school desks and room to different 
scales. 



A COURSE OF STUDY 



Show a large scale map of the immediate vicinity. First, use 
the map flat, in proper position, and then hang it on the wall. 

Throughout, combine Home Geography with local history 
whenever possible. Study the development of home locality 
and the relation of this development to simpler features of 
surface, drainage, and climate. 



WORLD RELATIONS 

Present a globe as a small representation of the world and 
show that globes, like maps, may have different scales. 

On a globe have children locate distant places they have 
heard about and compare in distance and direction with home 
locality. 

Compare, on a globe, the distribution of land and water — 
the land as a possible area of habitation and the ocean as a great 
route of travel connecting land areas. 

Have the children take imaginary journeys about the world 
and name the bodies of water and land passed over. 

Study the location of a few commercial cities on the shore 
line, and study the advantage of shore lines and harbors. 

Study shore forms by means of pictures if no shore form is 
available. Study also methods of ocean travel. 

The Products of the World Brought Us Through Commerce 

Have the children decide what food products used by them 
came from a distance. Select certain products used or seen by 
children to illustrate the relation of home locality to other parts 
of the world. 

Study place, origin, and the means of getting to home locality 
of breadstuffs, milk, butter, vegetables, clothing, fuel, and 
materials for house building. 

Rice, bananas, coffee, cocoa, valuable woods, rubber, and 
quinine will bring in the relation of home locality to southern 
North America and to northern South America. Hides and meat 
products will illustrate the relation to southern South America ; 
furs, the colder parts of North America and Eurasia ; olives, olive 
oil, wine, cheese, embroidery, linen, from Europe; silk, spices. 



A COURSE OF STUDY 



pepper, tea, and rugs, from Asia ; palms, oil, ivory, and diamonds, 
from Africa; and wool from Australia will show the relation to 
those countries. 

Select those products children have seen or heard about. 
Make a brief study of the lives of the people, of climate, and of 
plant and animal life in each region considered. Compare with 
home locality. 

Make the home locality the center of thought in developing 
the world to show the interdependence of peoples and the world- 
wide interchange of commodities. 

The Climate of the World 

Summarize products brought out in this study in heat belts 
and study the characteristics of each belt. 

Illustrate by means of a globe the distribution of sunlight over 
the world and develop simply the change of day and night and 
the distribution of the seasons, especially of home locality. 

Compare a globe with wall maps and have the children become 
familiar with world maps. 



SECOND HALF OF FOURTH GRADE 

NORTH AMERICA 

By means of a globe have the children study the size and 
relative position of North America. 

Locate North America in Heat Belt maps and study the 
general distribution of climate. 

Locate carefully the cold, cool, and hot portions of the con- 
tinent. 

Have the children provisionally locate the most successful 
areas of occupation. 

Have the children locate and compare the principal highlands 
and lowlands with a view to the possible distribution of popula- 
tion and industries. 

Similar study should be made of the larger streams, such as 
the St. Lawrence, Mississippi, and chief tributaries, the Columbia, 



A COURSE OF STUDY 



Yukon, and Mackenzie. Have the children suggest reasons for 
the absence of large cities on certain of these streams. 

Have the children know these names and be able to locate the 
rivers on a map. 

Compare the physical and the political maps to the extent of 
having the children locate one or more cities in each of the 
larger surface divisions, as related to rivers. 

THE UNITED STATES 

Locate the United States in the continent as related to heat 
belts. 

Note the extent north and south and east and west and com- 
pare with Mexico and Canada. 

Summarize the history of the United States briefly to show 
the development of the Union. 

Omit any detailed consideration of physical features of the 
United States, allowing these facts to come out as the work 
goes on. 

NEW ENGLAND 

Locate and name the states of New England. 

Locate the Green Mountains, White Mountains, and Mount. 
Katahdin. 

Locate and study the relation of highlands to the Penobscot,. 
Kennebec, Androscoggin, Merrimac, and Connecticut rivers. 

Locate agricultural and lumbering regions as related to rivers. 
Bring out seasonal climate as illustrated by distribution of 
agriculture and lumbering seasons. 

Study the location of manufacturing in river valleys. 

Compare the number of coastal cities with the number of 
cities on rivers and bring out the principal business of the former. 

Locate the chief fishing cities and especially with reference to 
the Newfoundland banks. 

Locate and explain the chief scenic resorts. 

Have the children reason from the map, and from previous 
knowledge as much as possible, where industries would be 
established. Then locate and study them. At the close of 
study summarize the conditions most favorable for each industry, 



lo A COURSE OF STUDY 

thus giving foundation for quick study of similar topics in other 
states. 

Supplement the text with descriptions and illustrations of 
industries given orally or as supplementary reading, but avoid 
too many details and technical points too difficult for comprehen- 
sion. Emphasize geographic reasons for distribution of indus- 
tries rather than details of processes. Study agriculture, 
lumbering, and manufacturing in sufficient detail to avoid long 
consideration of the same topics in other groups of states. 
Avoid giving the impression that New England leads in these 
industries, for it does not. 

Children not living in New England should know the location, 
without consulting a map, of Boston, Providence, and Portland, 
and should be able to locate quickly on a map, Bangor, Lewiston, 
Manchester, Burlington, Haverhill, Lawrence, Lowell, Lynn, 
Cambridge, Worcester, Springfield, Holyoke, Hartford, New 
Haven, and Fall River. 

MIDDLE AND SOUTHERN ATLANTIC COAST STATES 

Locate and name these states. Omit boundaries, but have the 
children learn the relative position of the states in group and 
in the Union. Have them able to locate these states on a wall 
map. 

Locate in extent and in position in this group the Appala- 
chian System and the Atlantic Plain, and consider their probable 
relation to distribution of population. 

Locate the Great Lakes, and the Hudson, Delaware, Susque- 
hanna, James, and Savannah rivers, as related to highland and 
plain. 

Study the distribution of principal industries, as under New 
England, following the same method of map study and reasoning. 
Summarize so as to bring out geographic conditions favorable 
for industries especially in regard to climate, coast, and relief. -, 

Study the location of chief business and commercial cities and 
make a special study of Washington, D. C, and of scenic resorts. 
Give special consideration to New York as the largest city of the 
country and compare life in the city with rural life. 

Children living outside this group of states should know with- 



A COURSE OF STUDY 



out referring to a map, the location of New York, Buffalo, 
Philadelphia, Pittsburg, Baltimore, Washington, Richmond, 
Charleston, Savannah, Atlanta, and Jacksonville. They should 
be able to locate quickly on a map Albany, Newark, Trenton, 
Harrisburg, Norfolk, Raleigh, Wilmington, N. C, Columbia, 
Augusta, and Key West. 

SOUTHERN STATES OF THE MISSISSIPPI BASIN 

Locate and name these states; locate the group in the Union 
and show its relation to the Atlantic Plain and the Great Central 
Plain. 

Study the distribution and character of industries and of 
commerce as related to surface and climate. 

Compare the industries with those of regions previously studied 
and bring out reasons. 

Summarize so as to show the relation of life, and the occu- 
pations of people to physical conditions. 

Children living outside of this group should be able to locate, 
without a map, Memphis, Mobile, Birmingham, New Orleans, 
Little Rock, Galveston, and San Antonio, and be able to locate 
quickly on a map, Nashville, Knoxville, Chattanooga, Vicks- 
burg, Guthrie, Fort Worth, Austin, and Houston. 

NORTHERN STATES OF THE MISSISSIPPI BASIN 

Locate this group of states in the Union and as related to 
surface features and to each other. Pay particular attention to 
the Mississippi and its tributaries and to the Great Lakes as 
related to possible commerce. 

Study industries as before, especially agriculture, manufactur- 
ing, and mining. 

Study commerce and scenery as before. 

Summarize to show dependence of people on surface and 
climate, and density of population according to climate as shown 
by the distribution of large cities. 

Children living outside the group should know the location 
without a map, of Wheeling, Cincinnati, Cleveland, Detroit, 
Chicago, Duluth, Milwaukee, St. Paul, Minneapolis, Omaha, St. 
Louis, Kansas City, Louisville, Indianapolis, and be able to 



12 A COURSE OF STUDY 

locate quickly with a map, Toledo, Charleston, Fort Wayne, 
Grand Rapids, Bismarck, Des Moines, Topeka, Frankfort. 

THE PLATEAU STATES 

Locate in the Union as a group and as related to plains and 
mountains and drainage. Locate industries in the group 
according to physical conditions. 

Study ranching and mining, the former as related to climate 
and surface and the latter to surface. Study these industries 
in detail as best illustrated in this group. 

Compare relations of people to physical conditions and with 
conditions foimd in other groups of states. 

Emphasize scenic features. 

Give emphasis to primitive people. 

Children living outside the group should be able to locate 
without a map, Butte, Cheyenne, Denver, Pueblo, Santa Fe, 
Phoenix, Salt Lake City, Ogden, and Boise, and quickly by 
reference to map Helena, Anaconda, Laramie, Boulder, Colorado 
Springs, Trinidad, Albuquerque, Tucson, and Provo 

THE STATES OF THE PACIFIC COAST 

Locate the states in this group as a whole and as related to 
the Union and to the mountains and coast line. Compare in 
position with the states on the Atlantic coast. 

Study the relation of rivers to surface and compare with the 
Mississippi and St. Lawrence. 

Study industries as before, bringing out the relation to climate 
and surface as illustrated by ways industries are earned on. 

Pay especial attention to fishing, lumbering, and manu- 
facturing. 

Study commerce, using world maps. Describe San Francisco 
Harbor; also Puget Sound ports and harbors. Learn the prin- 
cipal exports and imports of the important commercial cities 
and the chief routes of transportation. Emphasize scenic con- 
ditions with special reference to the Sierra Nevada Mountains, 
the Yosemite Valley, the highest peaks of the section, and the 
"Big Trees." 

Children not living in this group of states should know tlie 



A COURSE OF STUDY 13 

location without a map, of Spokane, Seattle, Tacoma, Portland, 
San Francisco, and Los Angeles, and quickly with a map, 
Bellingham, Everett, Sacramento, Oakland, and San Jose. 

UNITED STATES DEPENDENCIES 

Locate on world and continental maps, Alaska, Hawaii, Porto 
Rico, Tutuila, and the Philippines. 

Alaska 

Location and size. 

Climate and its influence upon the lives of people. 

Principal mountains and river. 

Industries associated with surface features, as mining in Yu- 
kon Valley, seal fisheries of coast. 

Reasons for commercial relations to the United States as 
dependent on climate and resources. 

Hawaii 

Location ; of what advantage commercially. 
Climate and products. 
People and their mode of life. 
Commercial relations to United States. 

Porto Rico, Tutuila, and the Philippines 

Study in a manner similar to above. 

FIFTH GRADE 

In the study of the continents in the upper grades, beginning 
with the sixth, the point of view should be developed so as 
gradually to bring in the causal side first. By the end of the 
fifth grade work, the pupils should see that the physical fea- 
tures are an important part of geography and exercise control 
over peoples' occupations. Hence the passage to the study of 
the causal side first and the emphasis of the physical conditions 
should be easy and natural in the next grade. The point of 
view in the fourth and fifth grades is to work out through the 
lives and occupations of the people to the causal controls. In 
the later years the order should be reversed as will be explained 
later. In preparation for such work, increasing emphasis shotild 



14 A COURSE OF STUDY 

be given to map work in the fifth year and at times the 
causal side should be brought forward. However, avoid ask- 
ing the children to reason too deeply or too long, as it is suffi- 
cient to lay the foundation for clear thought in these years. 

Too much should not be attempted in this grade. Avoid 
overloading with details. Teach the children how to use a map, 
supplementary reading, a text-book, and how to reason a little. 
Emphasize increasingly the causal side, and illustrate by the 
larger and more important facts of significance in a world-wide 
way. Avoid those details that are merely information and not 
knowledge. 

COUNTRIES OF NORTHERN NORTH AMERICA 

Study the location and extent of Canada, Newfoundland, and 
Greenland. 

Compare Canada in size with the United States. 

Study the distribution and character of occupations. 

Compare with the United States and summarize by showing 
the relation to surface and climate. 

Locate clearly HaHfax, Quebec,' Montreal, Toronto, Winnipeg, 
Vancouver, and Victoria. 

Simply note the existence of the northern portion of Canada 
and Greenland. Devote little time to these as they are unim- 
portant. Merely bring out life conditions as compared with 
regions of the more southern portion of the continent. 

COUNTRIES OF SOUTHERN NORTH AMERICA 

Study the location of Mexico, Central America, and the West 
Indies. 

Compare in position and heat belts with the United States. 

Study the industries and lives of the people as dependent upon 
climate, having the causal conditions come out as a result of 
the lives and occupations of the people. 

Locate the principal countries of Central America and the 
West Indies so that pupils can readily find them on the map. 
Do not require them to be memorized as to position. 

Bring out the relations of the United States to Cuba and 
Panama. 



A COURSE OF STUDY 



SOUTH AMERICA 

Locate South America on a globe and compare it in position 
and in size with North America. Note particularly the relative 
position in longitude and latitude. 

Study briefly the distribution of surface according to heat 
belts and locate the three highlands and the great lowland. 

Study the extent and direction of flow of the Amazon, the 
La Plata, and the Orinoco as related to the surface features and 
the oceans. 

Study the distribution of industries first according to the 
surface divisions to give a general setting to the continent as 
a whole. 

Study each country of South America with regard to its 
industries and the lives of the people, devoting the most atten- 
tion to Brazil and the Argentine Republic. 

Locate the chief commercial cities as to country and with 
relation to the principal ports of the United States and of 
Europe. 

Draw comparisons with the United States regarding the rela- 
tion of occupations to climate and surface. 

Summarize these relations to the continent as a whole and 
also as compared with North America. 

EUROPE 

More time should be given to Europe than to any continent 
except North America. Bring out the lives and conditions of 
the people and study the conditions of surface and climate in 
which they live. Compare with the United States to show the 
general dependence of people on surface and climatic conditions. 

As in other continents study first the larger features of extent, 
coast line, surface, drainage, and climate to give a general setting 
to the details of industrial life to follow. 

Study climate by heat belts. Study surface with regard to 
highlands and lowlands, but locate only the chief mountain ranges 
as the Alps, the Apennines, the Pyrenees, the Carpathians. 

Study the general distribution of the plants as related to 
surface and climate, and also to give foundation for a similar 
study of the distribution of occupations. 



i6 A COURSE OF STUDY 

THE UNITED KINGDOM 

Locate the United Kingdom and consider the sections of which 
it is composed. 

Locate with relation to Europe, to the ocean, and to the 
heat belt. 

Study briefly the surface and climate. 

Study the distribution and importance of the occupations as 
related to causal conditions. 

Study the commerce as related to the United States and South 
America, omitting details of commercial commodities. 

Note the scenery and illustrate by pictures and supplementary 
reading. 

Wherever possible in this grade the text and class room work 
should be supplemented by geographical readers. 

Children should know the location of London, Liverpool, Man- 
chester, Glasgow, Dublin, and Belfast, and should be able to 
locate readily on the maps other cities and towns named in 
the text because of their manufacturing^ or commerce. 

OTHER COUNTRIES OF EUROPE 

In a similar way study the other countries of Europe, devoting 
the larger attention to France, the German Empire, Switzerland, 
Spain and Portugal, and Italy. Consider the other countries 
briefly and, if necessary, omit some of the Balkan countries. 

In each country follow the method outlined above. Have the 
chief surface features, rivers, and cities located clearly. Teach 
the children to locate quickly all the cities mentioned in the 
text. 

The children should know the location of Paris, Le Havre, 
Antwerp, Hamburg, Berlin, Vienna, Rome, Florence, Naples, 
Athens, Madrid, Lisbon, St. Petersburg, and Stockholm. 

Draw comparisons with our own country, wherever possible, 
and emphasize relations to the United States. 

AFRICA 

The study of Africa should be brief and from the same stand- 
point as the study of Europe. 

The location of the continent on the globe and in heat belts, 



A COURSE OF STUDY 17 

the distribution of the different surface features, and of the more 
important political divisions of Africa should be clear. 

Pupils should know the position of Egypt, the Sahara, Algeria, 
Morocco, Nigeria, the Congo Independent State, Abyssinia, and 
Cape of Good Hope. They should not be expected to memorize 
the distribution of the smaller countries, the boundaries of 
which are indefinite and constantly changing. 

Cairo, Khartum, and Cape Town are the only cities that chil- 
dren should be expected to know the location of without using 
a map. 

ASIA 

Study the location of Asia in the same way as that of Africa. 

Study the distribution of surface features, climate, and coast 
line as in Africa. Study, particularly, the location of Siberia, 
Japan, the Chinese Empire, India, Siam, Persia, and the Turkish 
Empire. It should be possible for the pupils to locate other 
countries quickly, but their location should not be memorized. 

Study the several countries, as has been done before, empha- 
sizing the lives and occupations of the people, and the distri- 
bution of products as dependent upon surface and climate. 

Study briefly only Siberia, Arabia, Persia, Afghanistan 
Baluchistan, Ceylon, Korea, and the Malay Archipelago. Give 
considerable attention to the other countries. 

Illustrate by pictures and supplementary reading. 

Bring out comparisons with our own country as to products 
and the character of occupations and of people. Show reasons 
for increased interest of our country in Asia. 

Locate the principal commercial cities and also Tokyo, Peking, 
Jerusalem, and Mecca. 

AUSTRALIA 

Consider occupations briefly, bringing out the distribution of 
occupations and people as related to the surface and climate and 
locate the chief cities. 

New South Wales, Victoria, and New Zealand are the only 
countries that the children should be expected to locate accu- 
rately from memory. 



A COURSE OF STUDY 



REVIEW 

Summarize in a review of the year's work Canada, Europe, 
eastern Asia, and Australia, especially, to bring out compar- 
isons in lives and occupations, in products and in position with 
reference to our own country. 

SIXTH GRADE 

The object of the year's work is first to bring together and 
combine the varied points in reference to physical geography 
that have come out during the fourth and fifth years ; to amplify 
these facts that they may be used as a basis for a causal study 
of the continents, and to give training in clear thinking, and in 
the use of maps. The work should be largely map study, later 
supplemented by the text and by supplementary reading. 

The work naturally begins with the larger features of the 
world that have been studied only briefly before, and then 
works outward to the continents. No attempt should be made 
to have a complete course in physical geography. Only those 
topics should be studied that are necessary for a basis to the 
later causal topical study of the continent. Neither should the 
principles be studied and then dropped. They should be used 
in the later study of each area treated. These principles are 
incorporated because they are really foundational — not for the 
sake of covering the ground. The larger emphasis should be 
put upon the climatic and surface features. Enough of the classi- 
fication of the surface should be given so that pupils will be 
able to name the ordinary land forms when they see them, and 
know something of their origin and of their significance in 
political and commercial geography. Under climate, emphasis 
should be given to climatic conditions rather than to the weather. 
No attempt should be made to study all the conditions of 
weather observable in any locality. The pupils should 
know, however, the general procession of lows and highs, 
and know the average weather conditions to be expected from 
each. A greater emphasis should be given to plant geography 
than to the geography of animals or to the races of men, because 
the distribution of peoples and of occupations and the com- 



A COURSE OF STUDY 19 

mercial conditions throughout the world are dependent closely 
upon the conditions of the plants as these are dependent upon 
climate and surface. 

The maps should be studied by means of questions planned to 
bring out the larger features of the maps. The climatic maps 
should be carefully studied in reference to each continent so that 
a pupil can tell from the surface and the climate what is to be 
expected in the way of population and commerce in each region. 
In fact what may be called prophes3ang from the map conditions 
should be an important part of the work. It is more valuable 
for a pupil to be able to get the larger features of world and 
continental geography, to be gained from a map, than to know 
all the details of location of land forms, capes, peninsulas, cities, 
and ports, which he is sometimes expected to memorize. Loca- 
tion is, however, an important part of the work and should not 
be neglected. Location work has been neglected too much in 
recent years. It should, however, be causal — not hit or 
miss. Anything that is studied as to the location should be 
studied in relation to the conditions that determine its position, 
and not merely as an item of information. In fact, knowledge 
of world phenomena is better than mere information about 
individual facts, though the latter should be taught sufficiently 
to make clear the applicability of the general principles. 

At the end of the course of study a child should be able to 
read intelligently any common map, should know how to get 
large facts from that map, should know how to study a text in 
such a way as to join things together causally, should know how 
to use an index, how to consult an encyclopedia or other book 
of reference, and get the facts desired, discarding those irrele- 
vant, how to use maps other than those in the book, and where 
to turn in the city or town library for the information he desires, 
and should have a desire to know more. He should not feel 
that all that is in geography is in the text or that geography is 
unchanging. 

A pupil should be able also to locate, without reference to a 
map, at least fifty of the larger cities of the United States and 
fifty more of the chief cities of the world. He should know the 
larger geographic features of all the continents and the relations 



A COURSE OF STUDY 



of these countries commercially to the United States. He should 
know the general location of each continent and each country, 
in reference to other near-by regions ; its location on the globe, its 
chief surface conditions and how these factors affect the distribu- 
tion of the population; the chief climatic features in the same 
way, the chief industries and the reasons for their development, 
the commercial status of each country and its chief commodities 
and commercial ports and cities. His mind should not be 
burdened with details that are constantly changing, such as 
statistics of population or area in exact figures. Round num- 
bers are all that should be called for. 

In the treatment of the continents the order should be in 
general the same because this order has been outlined as being 
the best for bringing out the causal relations. The topics 
should not be studied separately, for each topic depends closely 
upon all the topics preceding it in reference to the same area. 
Hence the reciprocal relations should be brought out constantly. 
The physical, climatic, and commercial, and plant world maps 
should be used in outlining these topical conditions. The text 
should be used after the maps have been studied by means of 
selected questions, so that the points gained from the maps 
may be verified and details added that cannot be gained directly 
from map study. 

THE PRINCIPLES OF GEOGRAPHY 

The Shape and Size of the Earth 

The globe as a whole, its composition and relation of parts. 

The shape of the earth and results in everyday life. 

Emphasize globular form and do not elaborate the flattening 
at the poles, as that is of little importance. Size should be con- 
sidered in round numbers only. 

Show how shape has caused the use of such words as up, down, 
level, and upright. 

The Motions of the Earth 

Rotation. (The teacher should have a small globe in hand for 
all studies of the world as a whole. In this portion it is best 
to have a blackboard globe if possible.) 



A COURSE OF STUDY 



The manner and time of rotation. Simpler terms arising 
because of rotation, axis, pole, equator, hemisphere, and cardinal 
points. 

Show how rotation causes distribution of sunlight during a 
day and hence the natural device for position east and west — 
the meridians. 

Longitude and time and International Date Line naturally 
follow. These should be reasoned out on a globe and not merely 
memorized. 

Show that degrees are angles formed by the intersection of 
meridians along the earth's axis and that degrees on the surface 
have lengths dependent on the size of the earth at different dis- 
tances from the equator. Illustrate by cutting an orange or 
apple into sections. 

Comparative longitude of places and consequent difference 
in time are arithmetical applications of longitude and should 
preferably be incorporated in the arithmetic work. 

Note that Standard Time is now used in most of the countries 
of the world, and that true sun time is more a matter of daily 
use on the oceans. 

Revolution. (The teacher should use a small globe that can be 
moved about some central object to represent the sun. Be 
careful always to hold the globe so that the axis is always in the 
same position. Do not rotate the poles. A floating ball in a 
pan of water is also a good representation of these points. 
Problems in rotation and revolution can be worked out easily 
by means of a small ball mounted on a board. Each child 
should have a ball. The ball in kindergarten gift No. 2 is a 
good one for the purpose. Cut a small circular hole in a piece 
of paper so that it will fit the globe. This may represent the 
twilight circle and can be put in different positions to represent 
the seasonal conditions.) Note that the facts of revolution if 
memorized are practically useless. They must be worked out 
with apparatus and children must be able to demonstrate the 
points to have them of any use in later life. 

The seasons, the meaning of the circles, the tropics, the 
equinoxes, and the solstices should be worked out. 

Latitude naturally follows. This should be shown as in 



A COURSE OF STUDY 



longitude as angular distance and not merely miles. Maps and 
their use and the use of parallels and meridians naturally follow 
the study of longitude and latitude. Do not study projections 
in detail. Note that a Mercator map has no scale and have 
children see reason why. 

The Continents and Oceans 

Study distribution of great land and water masses on the 
globe and then on a map. Bring out clearly the conditions that 
determine the difference between a continent and an island, 
a sea and an ocean. 

Note land and water hemispheres. Have the pupils realize 
that a globe can be cut into an indefinite number of hemispheres 
and that only a few are used ordinarily. 

Rivers and River Valleys 

Study the work of rivers and the features of river valleys, 
if possible by observation. 

Bring out the results in formation of valleys, hills, mountains, 
and the essential definite ideas associated with rivers, which are 
of use in daily life. 

Bring out the classification of rivers, as young, mature, and 
old, but do not elaborate. Illustrate deposits, and lakes, water- 
falls, divides, alluvial plains, deltas, and drowned valleys, all of 
which terms are later put to constant use. 

Illustrate landscape features by pictures, fully. Avoid word 
statements not founded on clear images. 

Plains, Plateaus, and Mountains 

Bring out essential ideas of form and the relations to peoples. 
Avoid details of classification and do not elaborate too fully. 
Be sure to bring in the human relations as illustrations in all 
phases of the work so as to have the pupils see that these topics 
are studied because of their geographical significance and not 
because they are mere items that have to be included because 
they are usually studied. 

Underground Water 

Bring out the meaning of rainfall, ground water, and run-off. 
Show the importance of ground water and run-off. 



A COURSE OF STUDY 23 

Note irrigation as a very important means of bringing water 
to the soil. Note wells, springs, and limestone caves as the 
results of ground water. Bring out their significance. 

Vulcanism 

This subject is a further elaboration of the work of under- 
ground water. Bring out essential features of geysers, hot 
springs, volcanoes, and earthquakes, and the relation of men 
to the regions in which these abound. Avoid too great an elab- 
oration because they are unusual and interesting. 

The Atmosphere 

Show the constant presence of air ; its uses and its work. 

Study temperature and the difference in the response of land 
and water to temperature. 

Make January and July isothermal maps the basis of the work. 
Compare temperature of interior of continents with temperatures 
of the east and west coasts of tjie same latitude. Note area of 
greatest and least annual range of temperature. Locate heat 
equator and cold pole. 

The heat belts in a broad way naturally follow. 

The Great Wind Systems 

Because of the revolution of the earth at a certain angle and 
the consequent br6ad distribution of temperature, certain great 
wind system's result. These wind systems are more important 
than mere temperature in determining the distribution of people 
and products in the world. 

Hence bring out the principal winds of the world and their 
effects. 

These should be developed by map questions based on the 
temperature maps and should be later studied in the text. 
There is no better topic to be studied causally from the maps 
than the winds. 

Dwell upon the wind systems until they are clear, for they 
will have to be used much in the later work. 

Do not fail to make clear the migration of the wind systems 
with the seasons. Note that the details will be modified under 
the study of the continents, because of the surface features. 



24 A COURSE OF STUDY 

Rainfall and Weather 

Rainfall naturally follows because of upward movements of 
the winds. Hence the rainy and dry regions should be antici- 
pated from the wind maps, and even small areas can be located 
if the surface maps are used also. 

The study of rainfall naturally leads to the study of rainfall 
in the United States. This means to a large part of the country 
the study of weather. Hence the necessity of studying lows and 
highs or cyclones and anticyclones. 

The work on weather should if possible be based on a series of 
observations of the weather carried on for a period before the 
subject is taken up. The local weather maps should be obtained 
from the nearest office of the United States Weather Bureau for 
use in studying the weather of the day as illustrations of larger 
phenomena. 

Map questions should be planned to lead to the general points 
and may be based on the maps in the book, on selected weather 
maps or other published charts* These questions should bring 
out the relation between pressure and winds, winds and tempera- 
ture, winds and rainfall, and should give pupils a good idea of 
the effects of weather changes in their own region. 

The Oceans 

The study of the ocean movements naturally follows that of 
the atmosphere, as the oceanic movements are primarily the 
results of winds. 

Bring out first the uniformity of motion in the northern and 
southern oceans, omitting at this stage the North Indian Ocean, 
Show how the currents determine the number of oceans. 

Emphasize the great drifts and not the local and relatively 
imimportant currents like the Gulf Stream and Guinea Current. 

Study special currents after the scheme of drifts is clear. 

Study the currents of the North Indian Ocean and prove the 
point of the relation of currents to winds by the case of these 
currents. 

Note the use of the currents to man. 

Waves and Tides 

The topics of waves and tides should be studied briefly. 



A COURSE OF STUDY 25 

Waves may be illustrated by a series of experiments so that 
pupils will realize form, power, and the effects on the shore line. 
Tides should be considered merely in their essential, easily 
tinderstood elements. The cause of tides is beyond most pupils. 
It can be shown that the moon and sun cause the tides, but 
the details are too difficult for clear exposition. 

Shore Forms 

The details of formation and of features of the shore forms 
should only be studied where observation is possible. Children 
should know the ordinary forms of importance to man and 
commerce and how they are formed — that is, on what kind of a 
shore line they mav be expected. The work of corals may be 
brought in briefly. Note that the coral building animals are not 
insects as so many books state. The conditions determining 
the growth of corals are more important than the actual work 
of the corals. 

Glaciers 

The remaining eroding agent, glaciers, should be studied with 
some detail in the larger part of the northern United States; in 
fact, wherever glaciation occurred, because the details of surface 
form are due there to glaciers. Avoid giving the impression 
that glaciers are more important as an eroding agent than any 
other agent. 

Show what a glacier is; show the nature of its work and the 
changes that it produces, including the shape of the deposits 
left, the effect upon drainage, and indirectly upon industries. 

Bring out relations of man to glaciers in the eastern United 
States, in Switzerland, and other countries. 

Distribution of Plants 

The study of the physical controls lays foundation for the 
study of the geography of life. The study of this series of facts 
allows for the application of the principles already studied and 
permits certain summaries of facts that have been scattered as 
illustrations in the earlier part of the work. 

The general distribution of plants should be anticipated from 
a study of temperature, rainfall, and surface maps, most of which 
have already been studied. This study should be approached 



2 6 A COURSE OF STUDY 

by a series of carefully planned map questions. These questions 
should be based on the climatic and surface maps and then veri- 
fied on the vegetation map. Children should be thoroughly 
familiar with the relation of vegetation to climate, to altitude, 
to slope, and should know the conditions of the several plant 
regions. These regions are of great importance in later conti- 
nental work and should be known thoroughly in comparison with 
the home region. 

Distribution of Animals 

The distribution of animals naturally follows that of plants, as 
animals ultimately depend on plants for their food. The dis- 
tribution of animals is not as clear, however, as that of plants, 
and the causal conditions cannot be emphasized as strongly. 

Children should know the different regions and the character- 
istics of the animals in each. They should know the chief 
animals of use for food, clothing, and shelter, or as beasts of 
burden in each. 

A brief consideration of the distribution of the common 
domestic animals is interesting and gives a good opportunity to 
study the effects of man's work in changing geographic condi- 
tions. 

The People of the World 

This is again a topic that cannot be considered as causally as 
some of the others. Children should know the effects of moun- 
tain ranges, of plains, of deserts, and of oceans upon the migra- 
tions of men, and should know what surface features are the 
best barriers. 

They should know the distribution of the great races and the 
essential characteristics of each race. Avoid giving emphasis 
to those features which are merely peculiar and not distinctive, 
such as habits of dress, and customs of living. 

The conditions of people as to civilization, and what this 
means as to their place and position in the world of commerce 
and in progress, are extremely important topics. 

The social and industrial relations, in a simple way, of the 
savage and barbarous people should be compared with the 
conditions of the civilized communities. 



A COURSE OF STUDY 27 

The development of trade among people naturally follows. 

The essential elements of commerce and the aids to commerce 
should be noted. This should include the common features of 
government, that pupils may have the ideas of village, town, 
city, state, and nation clearly in mind as political units involved 
in the relations of groups of people to one another socially and 
commercially. 

How Man Changes the Geography of the World 

This forms a good opportunity for a brief interesting review 
of what has already been brought out in a scattered way. 

That man does change the geography of the world is more 
important for the pupils than to remember the dimensions of 
some canal that man has dug. Encourage children to be on the 
lookout for examples of change. 

COMPARATIVE GEOGRAPHY OF THE CONTINENTS 

As has been stated already, the point of view in the continental 
work of the upper grades should be a causal study of each area 
treated, culminating in the commercial relations of the region as 
the highest geographical element involved in the study of a 
region and the element of the greatest practical consequence. 
In the study of commercial factors, the reasons for commerce, and 
the great trade routes, the larger groupings of products are of 
far greater importance than that the pupils should be able to 
run off a whole alphabet of products for any or all regions. The 
treatment of North America differs from that of the other con- 
tinents in that it is in more detail, and because the physical 
features can be studied more closely. 

NORTH AMERICA 

Size, Position, and Coast Line 

Relative size of continent. 

Position as to latitude and longitude. 

a With reference to other continents. 

b With reference to oceans. 
The coast line, its shape, direction, accessibility, and relations 
to good harbors. Chief indentations and ports located. 



28 A COURSE OF STUDY 

Surface 

The larger divisions of surface, the Cordilleran Highlands, the 
Appalachian Highlands, the Atlantic Coastal Plain, the Great 
Central Plain, their extent, significance, character, and relations 
in a broad way to population. 

Modifications of surface as the result of glacial action. Extent 
of glaciated area. 

Drainage 

Larger drainage features only as related to surface. The Mis- 
sissippi River, the principal rivers of the Pacific Slope, of the 
Atlantic Slope, of the Arctic Slope, the St. Lawrence Basin. 

Bring out these features as related to history and to geographic 
development of the continent. 

Climate 

Position of the continent in the wind systems. 

Consequent general features of climate. 

Chief modifications due to surface. 

Climatic regions and their general characteristics. 

The East Coastal, Interior, and West Coastal regions. 

Vegetation 

General distribution of the chief vegetation regions determined 
from the climatic maps and the vegetation map of the world. 
The tundra, the forests, the steppes, the deserts. 
Characteristics of vegetation in different regions. 
Significance of vegetation distribution. 

Animals 

Very brief consideration only. 

People 

Present and past distribution of races in North America. 
Relation of races to surface and climate. 

THE UNITED STATES 

Size and Extent 

Extent in continent. Hence, relation to climatic and physical 
regions. 



A COURSE OF STUDY 29 

Climate 

Careful causal study should be made of the climate of the 
several regions of the United States, the East Coastal and Gulf, 
the Interior and the West Coastal, as related to the larger 
features of surface. Bring out the relations to agriculture and 
other occupations to be expected. Verify and add details later. 

Physical Divisions 

Study carefully the distribution, surface features, relation to 
other features, effects upon industries, commerce, distribution of 
population, and other characteristics of each of the following 
physical divisions of the United States: the Coastal Plain; the 
Piedmont Belt; the Appalachian Highlands; the Great Central 
Plain; the Rocky Mountains; the Columbia and Colorado 
plateaus ; the Great Basin ; the Pacific ranges. 

The political extent of each -region should be noted carefully 
that this may be used later in the regional work. The relation 
of each separate physical division to the large features of the 
continent should be noted, as also the climate of each region. 

Bring out historical relationships wherever possible, especially 
in the eastern United States. 

This gives a good view of the United States as a whole, so that 
each part can be seen in relation to the whole, and so that the 
effects of surface and climate may be clearly and easily brought 
out. 

The larger portion of the features of climate, of physical 
divisions, and of relations of life thereto, should be worked out 
from the maps before the text is studied. 

NEW ENGLAND 

New England is naturally the first division to be studied. 
There is a great advantage in beginning with the political 
divisions along the Atlantic Coast and in proceeding westward, 
because it allows the geography and the history to be closely 
related throughout. This is especially true of the facts of colonial 
history, of the expansion of the West, and of the Civil War. 

New England should be treated as a political unit as well as a 
physical unit. It is the only political division of the United 
States in which only one physical division is involved. 



30 A COURSE OF STUDY 

Size, Position, Surface, and Drainage 

Size, position in the Union, and position as related to Europe 
and South America. 

Surface features, emphasizing larger features. 

Soils as related to glaciation. 

Drainage, direction, length, and importance of streams. 

Scenery as elements of surface features. 

Climate 

Climate as dependent upon position in the Union and on the 
east coastal side of the westerly wind system. 

Occupations 

Occupations as dependent upon surface, drainage, and climate. 
Bring out reasons for distribution of industries, having the chil- 
dren locate from maps and from earlier part of text before 
studying the portion of text relating to industries. 

Cities 

In association with each industry study the location and 
relative importance of the cities involved in the industry to a 
notable extent. 

In this way cities become causally located and only the few 
chief cities have to be studied later as individual things. Avoid 
the mere memorizing of a table of cities with their wonderful 
features. This is not studying geography; it is merely studying 
a gazetteer. 

Commerce 

Trade and cities naturally follow the occupations and should 
be studied as related to New England, the Union, and the world. 
Have the children follow routes of commerce on world and com- 
mercial maps. 

Make the study comparative as much as possible so that New 
England wiU be seen in relation to the rest of the Union and not 
as a mere section by itself. 

Summarize, bringing out the causal relations and the commer- 
cial position of the region. 

History 

Throughout, relate to the history as much as possible and 



A COURSE OF STUDY 31 

show in what ways this region has contributed to the occupa- 
tion and development of the rest of the Union. 

MIDDLE STATES OF THE ATLANTIC COAST 

This is the first group of states in which several physical 
divisions are to be considered. The manner of treatment will 
be a guide to the manner of treatment of later divisions. 

Size, Position, and Climate 

Size, position in Union, and position in reference to the 
glaciation. 

Climate as dependent upon position. 

The Atlantic Coastal Plain 

As each physical division is studied the features thereof should 
be reviewed if necessary. The maps should be used constantly. 

Extent; Surface — Industries dependent upon surface, climate, 
and soil. 

Show reasons and bring out cities involved. 

The Piedmont Belt 

Similar treatment. 

The Appalachian Mountains 

Similar treatment, emphasizing the relation to commerce, 
transportation, and history. 

The Great Valley 

Similar treatment, but more detailed. There is no region in 
which the causal side can be better treated. The historical 
relations here are striking. 

Adirondacks and Allegheny Plateau 

Study in the same way the Adirondacks, and the Allegheny 
Plateau. The latter should have careful treatment. 

Summarize the commerce, domestic and foreign, and bring 
out relative standing of the chief cities. 

District of Columbia 

Consider District of Columbia as of interest and importance 
to all Americans, because the seat of National Government. 



32 A COURSE OF STUDY 

SOUTHERN STATES OF THE ATLANTIC COAST 

Study this region, bringing out as fully as possible comparisons 
in physical, climatic, and life conditions with the regions farther 
north, and the reasons therefor. 

Atlantic Coastal Plain, the Piedmont Belt, the Appalachian 
Moimtains, and the Great Valley are the physical regions involved. 

Cities should be brought in causally and the more important 
summarized under trade and cities. 

Bring out the interrelations in domestic commerce and the 
reasons therefor. 

SOUTHERN STATES OF THE MISSISSIPPI BASIN 

Study this region in a similar way, bringing out comparisons 
with regions already studied and reasons therefor, as far as 
possible. 

When a new industry is met, study with care the reasons for 
its development. 

The Coastal Plain, the Allegheny Plateau, the Great Valley, 
and the western plains are involved here. The last mentioned 
are practically a western continuation of the coastal plain and 
need not be considered separately. 

NORTHERN STATES OF THE MISSISSIPPI BASIN 

This region is largely the Great Central Plain. The other 
regions are so insignificant that they may be studied in relation 
to the industries to which they are most closely related. 

Hence the treatment here is closely similar to that of New 
England. 

The position, surface, soil, climate, and vegetation naturally 
lead to a consideration of the occupations, in which agriculture, 
grazing, mining, and manufacturing are all of great importance. 

This region should be compared with the other regions already 
studied, so that its proper position may be seen and the reasons 
appreciated. 

The location of cities should be closely studied, particularly in 
relation to the drainage and other physical features, and the 
relation of trade routes, and character of products involved in 
commerce, should also be similarly studied. 



A COURSE OF STUDY 33 

THE PLATEAU STATES 

The differences between the several physical features of this 
region are, from the standpoint of man, largely scenic differences. 
So far as occupations are concerned it is only necessary to con- 
trast the highlands and the lowlands causally — the highlands 
for their mining and lumbering, the lowlands for the agriculture 
and grazing. 

This region is splendidly situated for a causal study of life, as 
related to climate, surface, position, and much should be made 
of this. The region can well be approached from the maps and 
the text follow. 

The trade should be studied as related to the surface and trade 
routes. Cities should be located in the same way. 

Especial attention should be given to the scenery and the 
primitive people. 

THE STATES OF THE PACIFIC COAST 

These states may be studied in a similar way, bringing out the 
industries as related to the lowlands and highlands. Here, 
again, the region should be approached from the maps, and the 
text used later. 

The commercial relations of the present and the probable com- 
mercial relations of the future should be worked out with care 
and the reasons clearly brought out. Use continental and 
world maps. 

When a child has studied the different sections of the United 
States he should know their relative position in space, climati- 
cally, their surface features, their chief occupations and the 
reasons therefor, the relative status of any group of states in 
its chief industries, the commercial relations and the position 
commercially of the chief ports, and any special points in which 
any particular group outranks other groups. 

THE DEPENDENCIES OF THE UNITED STATES 

Study causally (following the order, position, surface, drainage, 
climate, vegetation, products, trade, and trade relations) 
Alaska, Hawaii, the Philippines, and Porto Rico. 



34 A COURSE OF STUDY 

Locate and note the other dependencies, but do not study 
them at any length. 

Location of all the dependencies should be on a world map 
and in comparison to the United States. 

COUNTRIES OF NORTHERN NORTH AMERICA 

Locate on the continent and in the world. 

Eastern Canada should be studied somewhat fully and 
compared with the United States in position, surface, climate, 
relation to the Great Lakes and the coast, products, and 
commerce. 

The physical divisions of the United States should be followed 
into Canada and their relations to the people brought out. 

Study whole area as to position, extent, coast, surface, drain- 
age, climate, vegetation, animals, and trade. 

Then study the several provinces, and especially Quebec and 
Ontario. Compare the latter with the region of northern New 
York and Pennsylvania. 

Compare Manitoba with the Dakotas; British Columbia with 
Washington and Alaska. 

Note that recently the territories have been reorganized and 
that Assiniboia and Athabaska no longer exist. 

The region has been divided into a western Alberta and an 
eastern Saskatchewan. 

Study Newfoundland and Greenland briefly as related to 
climate, ocean, and fisheries. 

MEXICO 

Study Mexico causally according to the order of topics 
previously outlined, bringing out comparisons and commercial 
relations to the United States. 

Locate chief ports and towns, but do not call for a study of 
the different states. 

CENTRAL AMERICA AND THE WEST INDIES 

Make a similar study of Central America and the West Indies, 
having the children locate the different countries and chief 
islands, and bring out commercial relations to the United States. 



A COURSE OF STUDY 35 

Emphasize the changes that will probably follow the opening 
of the Panama Canal, such as the shortening of trade routes 
between Europe and the west coast of South America, and 
between the Atlantic ports of the United States and the same 
region. 

SEVENTH GRADE 

SOUTH AMERICA 

Follow the causal order in reference to the continent, bringing 
out comparisons with North America and the United States 
constantly. 

Comparative Size and Position 

Latitude extent as compared with North America, 
Relation to heat belts. 

Longitude extent. Compare longitudes of western South 
America and eastern North America. 
Coast line and harbors. 

Surface 

Study the principal highlands and lowlands. 

Compare with North America. 

Note that the Andes are not an extension of the Rockies, as is 
usually taught. They are a separate system separated from 
the Cordillera of North America by the mountains of southern 
Mexico and of Central America, which run nearly east and west. 

Drainage 

Study drainage and compare the Amazon with the St. Law- 
rence, the La Plata, and with the Mississippi. Show why the 
Amazon is not a great commerce route. 

Climate 

Compare with North America, showing similarities and dis- 
similarities. Show reasons. Bring out seasonal conditions. 

Vegetation 

Vegetation as dependent upon climate and surface. 



36 A COURSE OF STUDY 

Animals- and People 

Study this subject briefly. 

THE COUNTRIES OF SOUTH AMERICA 

Study different countries causally, paying the greater atten- 
tion to Brazil, Argentine Republic, Chile, and Venezuela. Follow 
order of topics given before. 

Bring out commercial cities and relations, showing why South 
America has closer commercial relations with Europe than with 
North America. 

Summarize so as to leave a clear impression of the continent 
as a whole, and its relative importance in the world politically 
and commercially. 

EUROPE 

Study first the continent as a whole, noting its relation to 
Eurasia and the climatic and social conditions dependent thereon. 

Compare with the continents previously studied whenever 
possible. 

Europe can be studied causally with great ease and effective- 
ness. 

The order of topics should be size and position, coast line, 
surface, drainage, the chief subdivisions of surface, climate, and 
vegetation, animals, and people, following the outline for North 
America, already presented. 

In this study make constant use of the world maps and the 
climatic maps to give best training on map study and under- 
standing of causal relations. 

Study different countries causally, bringing out the commercial 
conditions and relations, with reasons therefor. Follow an out- 
line for each country similar to the series of suggestions given 
below for Spain and Portugal. 

Pay the closest attention to the United Kingdom, France, 
the Low Countries, Russia, Germany, Italy, and Switzerland. 

Compare constantly with the United States as to number of 
countries, density of population, development of industries, com- 
merce, and relative world importance. 

Summarize as in the case of South America. 



A COURSE OF STUDY 37 

THE IBERIAN PENINSULA 

Size, Boundaries, and Position 

Its size compared with some area already studied. 

Relation to surrounding ocean. Harbors. 

Relation to remainder of continent. Importance of barrier of 
Pyrenees. 

Local region of corresponding latitude in North America. 

Possessions of Spain and Portugal in other parts of world and 
their importance. 

Surface and Drainage 

Height and extent of plateau. 

The distribution and character of mountain ranges. 

Distribution of population and cities as related to surface. 

Position and extent of lowlands. 

The principal rivers, their directions, position of main divide. 

Characteristics of rivers, reasons for falls and rapids. 

Basins of Douro, Tagus, and Guadalquiver compared. 

Climate 

Winter and summer climate as determined by prevailing winds. 
Distribution of rainfall as related to winds and surface. 
Influence of Pyrenees on climate. 
Relation of climate to agriculture. 

Products 

Distribution of agriculture and grazing as related to surface 
and climate ; of^ mining as related to surface. 

The principal products of the soil and their relation to climate 
and irrigation. 

Comparison agriculturally with Algeria. 

The chief minerals, their location and importance. 

Manufactures 

Reasons for lack of development of manufacturing. 
The principal products and places of production, - 
The importance of Madrid. 

Trade 

Reasons for lack of development of internal commerce. 



38 A COURSE OF STUDY 

The principal exports and imports. 
The relation of exports to agriculture and mining. 
The relation of imports to manufacturing. 
The location of particular exports at certain ports and the 
reasons therefor. 

The People 

The former greater world importance of Spain and Portugal. 
The reasons for present position in world affairs. 
The characteristics of the people. The people of plateau and 
lowlands compared. 

AFRICA 

Study causally, following the order outlined above for Europe 
and North America. 

Study northern and southern Africa fully. 

Bring out comparisons with Europe and North America, 

Show reasons for the development of colonies of European 
countries and the commercial value of the colonies. 

Summarize so that pupils will see clearly the relative rank of 
Africa and the reasons therefor. 

ASIA 

Study Asia causally — ^following the order outlined above for 
Europe — first as a continent as a whole, and then in sections. 
Use climatic and commercial world maps and make these maps 
the basis of the work as much as possible. 

Devote a large share of attention to Russia in Asia, to India, 
Chinese Empire, and Japan. 

Summarize as before. 

AUSTRALIA 

Study Australia as a whole causally — -following the order out- 
lined for Europe — ^merely locating the different states of the 
Commonwealth . 

Show why the colony is of great advantage to the United 
Kingdom, 

Study Tasmania, New Zealand, and the Islands briefly in the 
same way and summarize. 



A COURSE OF STUDY 39 

SUMMARY 

The work should close with a summary of the distribution of 
the chief commercial products of the world according to climate 
and surface, and of the world politically, followed by a brief 
comparative review of the great commercial nations, showing the 
reasons for their relative positions. 

THE GEOGRAPHY OF THE HOME REGION 

Somewhere in the course of study, and preferably as late as 
possible so as to give the most effective treatment to the topic, 
the geography of the Home Region should be studied intensively. 
This should be done in such a way as to give a good under- 
standing of the reasons for the relative rank of the locality in the 
Union as to population, development of specialized industries, 
and commerce. Emphasis should also be given to the more 
important points of history as related to geography, and some 
attention devoted to certain items of necessary information about 
the home state, even though they are not strictly geographical. 

The immediate home locality is made the basis for the earlier 
work in geography for good educational and geographic reasons. 
During the work on the continents throughout the intermediate 
and upper grades, a special study is made of the place of the 
Home Region in the political group of states of which it is a part, 
of the position of the group economically and commercially in 
the Union, and the place of the United States in the world as a 
great commercial, industrial, and political unit. 

There is a need, therefore, in summary and review, to make a 
more special study of the reasons for the relative importance of 
parts of the Home Region that pupils may see their own locality 
in the proper perspective as related to the rest of the country. 
They also need to know many details of interest to them, but 
of little importance relatively to people living outside the region. 

This study should be causal and definite, should be based on 
maps as far as possible, and should be organized so as to make 
the pupils realize the reasons why they should have a strong 
patriotic feeling for the United States and their own state. 

Though the order should be topical and causal, no one order 
can be prescribed for all localities. In some places the historical 



40 A COURSE OF STUDY 

side should be brought in early so as to show the reasons for the 
development of the region, and in others it may be introduced 
later because the history can be better understood after the geo- 
graphical elements have been studied in detail. In general the 
following order is recommended: 

Location 

Location in reference to other states ; to great physical divi- 
sions of the United States; to larger climatic divisions; to 
drainage features and natural lines of transportation and 
commerce. 

Larger effects of location as shown in the development of 
certain groups of industries. 

Size 

Size in round numbers only. Extent in latitude and longitude. 
Relative size as compared with neighboring states. 

Surface 

The larger surface features as related to the physical divisions 
of the United States. 

Special study of distribution and character of surface ; features 
of most moment in determining distribution of population and 
industries. 

Brief account of development of the more striking surface 
features, omitting geological details. 

Drainage 

Relation of region to the large drainage slopes of United States. 
The general direction of streams as related to surface. 
The chief rivers and their relations to distribution of cities, 
industries, and commerce. 

Climate 

Relation of seasonal climate to position on continent. 
Effects of surface features on climate. 

Temperature, prevailing winds, rainfall of winter and siimmer. 
Length of growing season. 

Relation of distribution of chief crops to conditions of growmg 
season. 



A COURSE OF STUDY 41 

Plant and Animal Life 

The larger plant realm in which the region is located. 
Distribution of forests, tillable land, waste land. 
The native animals; their present numbers, distribution, and 
protection. 

Animals of economic value. 

History 

The primitive peoples, their character, number, and relations 
to white men. 

The occupation and development of the region considered in 
relation to geography. 

Earliest centers of population and lines of travel with reasons 
for location. 

More striking historical personages. 

Development of industries historically considered. 

Industries 

The different local industries should be studied in detail so as 
to bring out the reasons for their development, the value of 
products, the relative rank of home locality in the Union, and 
relations of products to home consumption and commerce. Study 
carefully particular localities in which special industries have 
been developed to a great degree of efficiency. Bring out reasons 
for location of cities through study of industries. 

Transportation and Commerce 

Routes for commerce and the reasons. 

Internal and external commerce as related to industries and 
special cities. 
Chief products involved in commerce as exports and imports. 
Chief commercial cities and reasons for growth. 

Government and Education 

The state government and officers. 

Their duties, terms of office, and method of selection. 

The leading public iastitutions. 

State representation in the National Congress. 

The general plan of public education in the state. 



42 A COURSE OF STUDY 

The chief pubHc educational institutions. 

The more important private educational institutions. 

The Chief Cities 

Consider briefly the more important facts in reference to the 
larger cities of the region, bringing out important features, 
including especially the points of the individual cities of interest 
to the region as a whole. 



THE DODGE SERIES OF GEOGRAPHIES 

In this series of geographies the author follows with absolute fidelity a 
well-defined plan, the work maintaining unbroken its exceptional interest 
and value. The ttnderlying principle is the causal relation, and, throughout 
the series, from the first chapter of the Elementary Geography to the last page 
of the Advanced runs a connecting thread, establishing a definite relationship 
that in the very beginning attracts the attention of the pupil, then fixes his 
interest and draws him on. 

In the Elementary Geography, the reasoning is from consequences to 
causes; in the Advanced Geography, causes are the starting point. Encourag- 
ing the pupil in the development of each subject to seek for the relation of 
cause and effect, Professor Dodge, in a simple and direct manner, leads him 
along the most natural and logical route to acquaint him with the earth in its 
various relations to man. He is shown constantly the relation of occupation 
and mode of life to climate and physical features, the importance of commercial 
geography, and the relation of our country to other leading countries, until in 
a final summary, embodying a comparison of the trade and commerce of all 
countries, he reaches a comprehension of the world as a whole. 

Maps of striking excellence are provided in generous measure. Well 
drawn, finely engraved, and beautifully printed, they form a most attrac- 
tive feature in a series of text-books, admittedly, the most attractive yet pub- 
lished. In the Elementary and likewise in the Advanced work each continent 
is represented by three full- and the United States by three double-page maps, 
the three charts embraced in each series being on a uniform scale. In the 
Elementary work the first of each series is a relief map affording an unusually 
interesting view of highlands, lowlands, and drainage systems; the second 
a physical map carefully delineating all essential surface features and repre- 
senting in accordance with the international color scheme exact land heights 
and water depths ; the third an up-to-date political map unsurpassed in beauty 
and general excellence. In the Advanced book each series consists of a physical 
map, a specially prepared political map showing far greater detail than is per- 
missible in Elementary maps, and a commercial map affording at a glance an 
unusual amount of information concerning chief commercial routes, both land 
and water, and leading products. The general maps are supplemented by a large 
number of fine detail maps embodying an invaluable amount of information. 

Diagrammatic maps of unvarying clearness and accuracy are found in 
great variety. Through these altogether usable and highly illuminating 
charts the pupil finds graphic aids in the study of climate, rainfall, vegeta- 
tion, occupations, and the distribution of productions. 

Not the least valuable feature of the book is found in the numerous dia- 
grams. So prepared, that comparisons of productions are rendered easy and 
instructive, they are especially helpful in the study of trade and industry. 

The pictures in the Dodge Geographies strongly reenforce the text and 
strikingly demonstrate the educational value of illustrations. Selected with 
special reference to their appropriateness, their chief merit lies in the vivid 
and realistic manner in which they typify the physical features and develop- 
ment of each country, and the mode of life or the appearance of the peoples. 

Admirable in every way, these books mark a great advance in the teaching 
of geography. With new and interesting subject matter, with an individual 
plan, developed in a thoroughly scientific yet simple and direct manner, with 
splendid maps, and with a wealth of illustrations that illustrate, they are 
recognized as the most teachable text-books before the public. Teachers 
using the Dodge Geographies report among pupils a notable advance in enthu- 
siasm, an awakened and keen desire for investigation and an increased breadth 
of vision. 



THE SCHOOL ROOM TEST SETTLES IT 

LISTEN TO THE CONCLUSIONS OF THOSE WHO USE 
THE DODGE GEOGRAPHIES 

"The Very Best Book on the Subject" 

The Dodge Home Geography was introduced into our schools in September, 
1904, and has steadily grown in favor. I consider it the very best book on 
the subject. 

F. M. FuLTZ, Superintendent of City Schools, Burlington, Iowa. 

"Satisfactory in Every Way" 

Dodge's Elementary Geography has been in use since the beginning of the 
school year, and has proven satisfactory in every way. It starts where every 
pupil should start, with the known, making every step of the way real and 
accurate. 

W. G. DuGAN, Principal, Parnassus, Penn. 

"In Every Way Worthy of the Splendid Recognition Accorded Them" 

The Dodge Geographies give ample satisfaction. They are real, live geogra- 
phies. The subject matter is clean, fresh, and up-to-date. The arrangement 
of the books will meet the approval of those possessing the best pedagogical 
ideas. The illustrations are very fine and most helpful to the teacher, while 
the form of the books is such as to render them convenient in handling and 
easy of access. The maps are of the very best. On the whole, the books are 
in every way worthy of the splendid recognition accorded them by the best 
teachers of geography. 

Matthew Bollan, County Superintendent of Schools, Havana, 111. 

" Used the Dodge Geographies with the Best Success " 

We have used Dodge's Geographies in our schools this year with the very 
best of success. The maps, diagrams, pictures, and logical arrangement of the 
texts are to be commended. The questions and exercises are very suggestive 
and are in close touch with the needs of everyday life. 

W. D. GiLLEN, Principal of Public Schools, Marietta, Wash. 

"^The Books are Wonderfully Attractive" 

My teachers are uniformly well pleased with the Dodge Geographies. The 
books are wonderfully attractive; the subject matter is well selected and 
written in an interesting manner. The graphic way of comparing important 
data pleases me very much. I commend the books without a mental 
reservation. 

D A. Thornberg, Superintendent of Public Schools, Everett, Wash. 

"Treatment in Harmony with the Latest Views of Specialists" 

I consider the Dodge Geography the best book on the market. It has 
several distinctive features of great value, among which are the proper blending 
of the physical and commercial factors, a well selected series of maps, a treat- 
ment in harmony with the latest views of specialists, an arrangement which 
is suited to the grades, and a vigorous and pleasing style. I have introduced 
the advanced book into my classes, and am very much pleased with it. 

J. A. Merrill, Professor of Geography, State Normal School, Superior, Wis 

"Entertained as well as Instructed by Their Use" 

My teachers and I are well pleased with the Dodge Geographies. They are 
so well written that the children are entertained as well as instructed by their 
use. I find them up-to-date in every respect, and much above the average 
book in paper, clean print, and binding. 

J. M. Canfield, Principal of Nebraska Avenue School, Toledo, Ohio. 



"Giving Entire Satisfaction in Our Schools" 

The Dodge Geographies are giving entire satisfaction in our schools. They 
make the geography lesson a thinking lesson. 

J. A. MuNSON, Superintendent of Schools, Harbor Springs, Mich. 

"Have Given a New Interest to the Study of Geography" 

The Dodge Geographies have given a new interest to the study of geography 
in our schools. Our children are delighted with the books, and the teachers 
say they never secured as good work in geography as they have since 
commencing work in the Dodge series. I believe that in these books you have 
a geographical series that will stand the test of time. 

F. J. Sessions, Superintendent, Davenport, Iowa. 

"Thoroughly Scientific, Yet Admirably Simple" 

We have used the Dodge Geographies this year in our grades, and are very 
much pleased with them. They are thoroughly scientific, and yet admirably 
simple. In the development of each subject the author follows a natiural and 
logical sequence and thus leads the child to seek for the relation of cause and 
effect in all the phenomena of geographical subjects. 

J. F. Knight, Principal of Public School, Everett, Wash. 

The Books Seem to Meet a Long-Felt Want in the Teaching of Geography " 

Work in geography has practically been revolutionized since the introduc- 
tion of the Dodge series. We are using the books in the rural and city schools 
of this county, and find the interest taken by both teachers and pupils has 
been greater than we ever expected to accomplish. The books seem to meet a 
long-felt want in the teaching of geography. 

J. C. Hagler, County Superintendent of Schools , Ida Grove, la. 

"The Most Teachable Texts That I Have Seen" 

In adopting Dodge's Geographies, I am sure we have selected the right 
one. It is a relief and an inspiration to note the delight and enthusiasm with 
which our teachers and pupils now pursue the study. The books are the most 
teachable texts that I have seen. I consider the arrangement and treatment 
of the subject matter as the most rational and sensible that has yet been 
published. 

U. O. Anderson, Superintendent of Schools, Lafayette, Colo. 

"So Well Pleased That We Shall Use Them for Five Years" 

We are so well pleased with the Dodge Geographies that we shall use the 
books for at least five years, possibly longer. The Dodge series harmonizes in 
its general method all of the best elements of the best geographies. The weak 
points of the older geographies are not to be found in the Dodge Geographies. 
The study of geography from the standpoint of man dominates this magnificent 
series of books. 

W. N. Ferris, President of Ferris Institute, Big Rapids, Mich. 

"Dodge's Geographies the Best I Have Ever Used" 

I consider Dodge 's Geographies the best I have ever used. The illustrations 
are many and good, the physical, political, and commercial maps are of great 
excellence. The topics are simple and explicit. The exercises at the end of 
each chapter require thought. The book brings us closer to nature. 

Margaret Taman, Teacher of Seventh Grade, Reed City, Mich. 

" Have Rapidly Grown in Favor with Teachers and Pupils " 

The Dodge Geographies have been in use in the public schools during the 
present year. Since their introduction they have rapidly grown in favor with 
both teachers and pupils. They are up-to-date, and in the selection of 
material, and in the order and presentation, they are in accordance with 
sound pedagogical principles. They have created a new interest in the 
subject of geographj'. 

J. B. Young, Superintendent of City Schools, Toledo, Iowa. 



SEP 24 1906 

"Can Recommend Them to All in Quest of a Reliable Text on Geography " 

The Dodge Geographies have been used in our schools for one year and have 
proven very satisfactory. These texts present the practical ideas of physical, 
political, and commercial geography in a teachable manner, thus showing 
clearly cause and effect in determining life conditions, industries, and com- 
merce. The maps, are the finest, I have seen, while the illustrations are in 
reality most lifelike. I can recommend the Dodge Geographies to all who are 
in quest of a reliable text on geography. 

J. Tobias Hoffman, Principal of Schools, Gratz, Pa. 

" No Rival in the Field Approaches Them in Beauty " 

The Dodge Geographies are the highest product of the geographer's art! No 
rival in the field approaches them in beauty, in thoroughness of map treat- 
ment, in modemness of method. Our teachers and pupils are delighted with 
them. 

W. A. Annin, Superintendent of Public Schools, Macon, Mo. 

" The Teachers Who Have Used the Books Are Highly Pleased with Them " 

With reference to the use of the Dodge Geographies in this county, I would 
say that all the teachers who have used the books are highly pleased with 
them. They contain much freshness, naturalness, and good sense. 

S. J. Race, Superintendent of Schools, Redwood, Minn. 

" Can Only Do Good Work in Geography by Having the Dodge Geographies " 

My teachers think they can only do good work in geography by having the 
Dodge Geographies to use constantly. 

Temperance Gray, Principal, Brooklyn, N. Y. 

" Adopted Over All Competitors. Have Grown Steadily in Favor " 

One year ago the Board at this place adopted the Dodge Geographies over 
all competitors. From that time to the present they have grown steadily in 
favor till teachers, patrons, and pupils are a unit in speaking a good word for 
them. W. P. Thacker, Superintendent of Schools, Raymond, 111. 

" I Consider Them a Very Strong Set of Geographies " 

I have had the pleasure of examining and using Dodge's Geographies, and 
did so with much care and interest. I do not hesitate to say, I consider them 
a very strong set of Geographies. 

The subject of Physical Geography in the advanced book is masterfully pre- 
sented; the maps can not be excelled. The mechanical features of the books 
are an example of excellence and skill in the art of book-making. 

I know of no Geography that is more teachable than the Dodge. 

Paul P. Mason, Superintendent of Schools, Reed City, Mich. 

" Thoroughly Teachable and Peculiarly Interesting " 

The Dodge Geographies, which we introduced last September, are giving 

excellent results. The more the teachers become familiar with them the better 

they like them. They are thoroughly teachable and the pupils find the lessons 

peculiarly interesting. We anticipate even better results for the coming year. 

H. G. Warne, Superintendent of Schools, Newberry, Mich. 

" They Have Popularized the Study of Geography " 

We are using the Dodge Geographies in the third, fourth, and fifth grades 
of the Clayton Schools, and teachers and pupils are delighted with them. They 
have popularized the study of geography in those grades and I think they have 
almost doubled its efficiency. I wish that every child in Illinois could have 
access to them. 

S. H. Trego, Principal of Clayton Schools and Member of Board of 
Trustees, West Illinois Normal School, Clayton, 111 

" We Like Dodge's Geographies Better Than Any We Have Ever Used " 

We like Dodge's Geography better than any we have ever used. The teacher 
using the book said she could arouse more enthusiasm in her classes since using 
the geographies. 

H. C. Poehler, Superintendent of Schools, Montgomery, Minn. 



ODGE'S ADVANCED GEOGRAPHY IS TO- 

DDAY THE BEST TEXT-BOOK THUS FAR 
PUBLISHED, BECAUSE THE MATTER 
PRESENTED IS MORE LIKELY TO 
INTEREST THE PUPILS IN THE SUB- 
JECT THAN THAT GIVEN IN OTHER 
GEOGRAPHIES NOW ON THE MARKET. 
THE OTHER STRONG POINTS IN THE 
BOOK ARE THE FOLLOWING: THE ILLUSTRA- 
TIONS ILLUSTRATE; THEY HAVE BEEN MOST 
CAREFULLY SELECTED, AND CONTAIN IMPOR- 
TANT HELPS. THE CITIES AND THE PEOPLE 
ARE MADE OF IMPORTANCE BY CAREFUL 
TREATMENT. THE CLIMATE AND ITS INFLUENCE 
RECEIVE THE CONSIDERATION THEY DESERVE. 
INDUSTRIAL AND COMMERCIAL GEOGRAPHY ARE 
FULLY AND CAREFULLY TREATED', AND IN A 
WAY TO INTEREST THE CHILDREN. THE COM- 
MERCIAL MAPS ARE THE LARGEST AND FULLEST 
IN ANY BOOK. THE REFERENCE TABLES ARE 
VERY COMPLETE. ALL THROUGH THE BOOK 
THERE IS A CONSTANT APPEAL TO THE EYE BY 
MEANS OF NUMEROUS COLORED MAPS AND 
DIAGRAMS. THE BOOK IS WELL PRINTED ON 
GOOD PAPER AND HAS A VERY ATTRACTIVE 
APPEARANCE. 

C. F. KING, Author of King's Geography. 
Boston, Mass., April 9, 1906. 



DODGE'S ELEMENTARY GEOGRAPHY IS A 
PLEASING BOOK. THE MATERIAL IS WELL 
SELECTED, WELL ARRANGED AND ATTRACTIVELY 
PRESENTED. THE ILLUSTRATIONS ARE EXCEL- 
LENT. EMPHASIS ON THE HUMAN RELATIONS IS 
PARTICULARLY GOOD. 

ROBERT DeC. WARD, Harvard University, 

Cambridge, Mass. 



LIBRARY OF CONGRESS 

029 708 223 1 




